Nine Square--Tic-Tac-Toe game

ABSTRACT

An embodiment of a gameboard with a playing surface divided into at least nine squares. There are a plurality of writing/playing cards of at least two sets that have an X on the back of one set and an O on the back of the other set. The writing/playing cards have a writing surface on the front of both sets in which players write words to complete fill-in-the-blank sentences. The back of the writing/playing cards, which are marked with an X or an O, is utilized to participate in playing the game of “Tic-Tac-Toe” after a correct response is given for the fill-in-the-blank sentence.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application claims the benefit of provisional patent applicationSer. No. 61/210,916, filed 2009 Mar. 24 by the present inventor.

FEDERALLY SPONSORED RESEARCH

None.

BACKGROUND Prior Art

The following is a tabulation of some prior art that presently appearsrelevant:

U.S. Patents Pat. No. Kind Code Issue Date Patentee 6,419,231 B1 Jul.16, 2002 Rivera 6,293,550 B1 Sep. 25, 2001 Zeitlin 3,197,891 A Aug. 3,1965 Pierce 5,458,338 Oct. 17, 1995 Beardsley 4,021,937 A May 10, 1977Kravitz 202629 S Aug. 26, 1965 Hurley Publication Nr. Kind Code Publ.Date Applicant 20060175755 A1 Aug. 10, 2006 Benedict, III Foreign PatentDocuments Foreign Doc. Nr. Cntry Code Pub. Dt Patentee 4,273,538 GB Jun.6, 1981 Ross

Games are common means of diversion for children. However, some gamesoffer more than just the momentary entertainment and aesthetic pleasurethat numerous creations, such as U.S. Pat. Nos. 202,629 (1965) and6,293,550 (2001), offer. U.S. Pat. No. 202,629 (1965) was filed as adesign patent and did not claim any type of functionality in operationor instruction. Developers have come up with games that instruct as wellas entertain, such as U.S. Pat. Nos. 3,197,891 (1965), 4,273,538 (1981),5,458,338 (1995), 6,419,231 (2002) and U.S. Patent application 0175755(2006).

Nevertheless, there are limitations in the previously listed patents.The vocabulary game of U.S. Pat. No. 6,419,231 (2002) is described asbeing only for children within the age ranges of four to six. U.S. Pat.No. 5,458,338 (1995) is only used for teaching grammar. Other gamesallow players only to use the cards and words provided, like in U.S.Pat. Nos. 6,419,231 (2002) and 4,021,937 (1977), and do not allow theplayers to utilize other words or create their own words in practicingskills to improve their scholastic aptitude.

Additionally, some devices may have several required steps before playever starts. Also, they may include an abundance of elements or itemsand pieces that are involved in the play and instructional aspect of thegame, such as the games of U.S. Pat. Nos. 3,197,891 (1965), 4,273,538(1981), and U.S. patent application 0175755 (2006). Therefore, there isa need for a well-known game with simple rules where students cansimultaneously play and gain instruction. However, this game should beexpandable so that students can create their own responses to furtherobtain knowledge from the instructional aspect of the apparatus, aswell.

SUMMARY

A Tic-Tac-Toe game that helps players learn language skills, consistingof a game board and writing/playing cards. One side of the card is usedto write a response to topics posed by a facilitator. The other side isused for playing Tic-Tac-Toe on the game board.

DRAWINGS Figures

FIG. 1A is a front view of the game board.

FIG. 1B is a rear view of the game board.

FIG. 1C is an overall view of the game board in the folded position.

FIG. 2A is a front view of the O writing/playing card.

FIG. 2B is a rear view of the O writing/playing card.

FIG. 3A is a front view of the X writing/playing card.

FIG. 3B is a rear view of the X writing/playing card.

FIG. 4 is a dry erase marker.

REFERENCE NUMERALS

-   -   11 area for writing/playing cards on game board    -   12 foldable sides of game board    -   13 slit on back of the game board    -   14 center folds on back of the game board    -   15 attachment pieces on the writing/playing cards    -   16 writing area on the front of the writing/playing cards    -   17 eraser on the top of the dry erase marker

DETAILED DESCRIPTION

FIG. 1A is a front view of the game board. It is comprised of lines thatdivide the playing surface into a nine square grid upon which theplayers will place the writing/playing cards (FIGS. 2B and 3B). A playerputs the card into playing area 11 after providing the correct responseto questions on a particular topic posed by the facilitator

FIG. 1B is a rear view of the game board detailing the folds that aremade in order to make the game board foldable. Specifically, slit 13divides the game board into foldable sides 12.

FIG. 1C is an overall view of the game board in the folded position. Theboard is collapsed by folding the sides 12 and then folding the gameboard along its center folds 14.

FIG. 2A is a front view of the O writing/playing card where writing isapplied on area 16 using the dry erase marker of FIG. 4. This side, theO writing card, is used for players to write a word to answer thequestion presented by the facilitator.

FIG. 2B is a rear view of the O writing/playing card. This side showsthe O playing card that is used in the playing of the Tic-Tac-Toe gameon the game board (FIG. 1A).

FIG. 3A is a front view of the X writing/playing card where writing isapplied on area 16 using the dry erase marker of FIG. 4. This side, theX writing card, is used for players to write a word to answer thequestion presented by the facilitator.

FIG. 3B is a rear view of the X writing/playing card. This side showsthe X playing card that is used in the playing of the Tic-Tac-Toe gameon the game board (FIG. 1A).

FIG. 4 is a representation of the dry erase marker that is included withthe game board (FIG. 1) and writing/playing cards (FIGS. 2 and 3), whichis used to write words on area 16 of the writing cards of FIGS. 2A and3A. The dry erase marker of FIG. 4 includes an eraser 17 attached to thetop of the marker.

Operation

There is one facilitator and two players. The facilitator is the personwho directs the operation of the game. Each player is given either astack of five O writing/playing cards (FIG. 2) or a stack of five Xwriting/playing cards (FIG. 3). The first player to lay down threesimilar writing/playing cards (FIGS. 2 and 3) in a row on the game board(FIG. 1A) wins.

The facilitator creates the word list. The facilitator provides the twoplayers with a word list of 10 words, five for each player. Next, thefacilitator creates a fill-in-the-blank sentence for each word from theword list. Then, the facilitator reads the fill-in-the-blank sentencesto the players one at a time, alternating between each player.

The player chooses the word from the list that correctly completes thesentence. Next, the player writes the word on the writing area of thewriting/playing card (FIGS. 2A and 3A) in area 16. The player thenpositions the writing/playing card (FIG. 2 or 3) to an area 11 on thegame board (FIG. 1A) that is not already occupied using the O/X side ofthe writing/playing card (FIG. 2B or 3B). The player does this by usingthe attachment pieces 15 on FIGS. 2A and 3A to place the writing/playingcard (FIG. 2B or 3B) on the game board (FIG. 1A).

The object of the game is to be the first player to have three similarlymarked writing/playing cards (FIG. 2B or 3B) placed in a row on the gameboard (FIG. 1A); however, the players are able to place thewriting/playing cards (FIGS. 2B and 3B) on the game board (FIG. 1A) onlyafter successfully answering a fill-in-the-blank sentence. The playerdoes not lose a turn if the wrong word is chosen, but rather the nextplayer must wait until the correct word is answered for thefill-in-the-blank sentence before having an opportunity to play.

There are four other possibilities of operation, which would be calledthe following:

(1) Make You Think. There is no word list given at the beginning ofplay. The facilitator creates fill-in-the-blank sentences and makes theplayers think of words that best fit in the blank.

(2) Make It, Take It. The facilitator creates a fill-in-the-blanksentence and has both players supply the word that fits. The player thatwrites the correct word in area 16 on the writing/playing card (FIGS. 2Aand 3A) first gets to place the writing/playing card on the game board(FIG. 1A). A player is permitted to continuously place writing/playingcards (FIGS. 2A and 3A) on the game board if that player correctlyanswers first each time.

(3) Group Play. The facilitator gathers two groups of players. Thefacilitator chooses one group to have the O writing/playing cards (FIG.2) and the other group to have the X writing/playing cards (FIG. 3).Next, the facilitator chooses one person to represent each group andplays the game by one of the four possible options. The groupcollaborates on the answer before it is given. Once the answer has beendetermined to be correct, the group collaborates on the placement of thewriting/playing card (FIG. 2 or 3).

(4) Predetermination. The facilitator uses a list of words andfill-in-the-blank sentences supplied with the game board (FIG. 1) andwriting/playing cards (FIGS. 2 and 3). The players can use the originalrules; Make You Think; Make It, Take It; or Group Play rules. The gameboard (FIG. 1) is compact and can be folded for easy travel and easystorage.

1. A game board, comprising: a. a playing surface of predetermined sizedivided into at least nine squares, b. a plurality of writing/playingcards of at least two sets which have
 1. an X placed on the back of oneset and an O on the back of the other set
 2. a writing surface on thefront of both sets c. in combination with said writing/playing surfaceprovide d. first means for playing Tic-Tac-Toe game and e. second meansfor writing words to complete fill-in-the-blank sentences presented. 2.A method of playing tic-tac-toe comprising: a. a facilitator and twoplayers, b. a gameboard with at least two sets of a plurality ofwriting/playing cards in which said writing/playing cards have a sidethat is marked with an X or an O and another side that has a writingsurface c. in which said facilitator presents a series of preparedfill-in-the-blank sentences to said players who have to complete saidfill-in-the-blank sentences with words by using a writing utensil tomark on said writing/playing cards d. in which said facilitatordetermines which of said players correctly completed saidfill-in-the-blank sentences and allows one of said players to put saidwriting/playing card on said gameboard e. whereby the player who placesthree similarly marked said writing/playing cards in a row wins.